Learning MATLAB in the Inverted Classroom

Abstract

University courses have retained the same basic structure for hundreds of years. That structure follows an easily identifiable work flow: 1. Students come to a class meeting during which a lecture is given. Students take notes and occasionally ask questions. 2. Following the lecture, learners are assigned work to be completed outside of class. This usually takes the form of homework, test preparation, or writing papers. 3. The outside-of-class work is submitted or assessed in class. The cycle then repeats. Learning theorists would note that parts 1 and 2 correspond roughly to two stages of learning. The first stage, known as transmission, involves learners acquiring new information and placing it into their conscious minds. The second stage is known as assimilation. During assimilation, learners take what they have acquired during transmission and assimilate it into their pre-existing cognitive structures for making sense of information. We generally do not consider a student to have learned a concept until the student can demonstrate successful assimilation of that concept through tasks that demand more than basic recall of information.

The Effect of Using Flipped Classroom on Developing Essay Writing Skills and Attitude towards Writing in English for University Students

“…Providing students with a relaxed non-threatening learning environment and friendly atmosphere through which they were motivated to participate in all tasks. This is consistent with Talbert (2012) and Kim, et.al. (2014) who stressed the importance of providing a welcoming and caring learning environment as one of the main principles for designing effective flipped classroom.…”

The trends and outcomes of flipped learning research between 2012 and 2018: A descriptive content analysis

“…2012 was a watershed year for flipped learning (Bergmann and Sams 2012;Bond 2020;Talbert 2012Talbert , 2017 as this was the point at which it began to be used as an active pedagogy as well as becoming the subject of academic research. Having examined the databases for the publications between 2000 and 2012 (e.g.…”

The Effect of Layered Flipped Learning Model on Academic Success

“…In addition, it was concluded that the preparatory nature of the home tasks to the class tasks made it easier for the students to do the class tasks, to learn words and make sentences, and that the home tasks were useful before exams. In the literature, there are studies indicating that the studies conducted at home in the flipped learning model are disadvantageous for this model (Sırakaya, 2017;Turan & Göktaş, 2015), and there are also studies indicating that the studies conducted at home increase the active participation and success of the students (Arslan & Kuzu, 2019;Talbert, 2012). The fact that this study was carried out with the action research method and changes made according to the needs and opinions of the students in the process may have provided the students' views on this subject to be positive.…”